八年级下册教案设计
Unit 7 Food Festival
Topic 2 I’m not sure whether I can cook it well.
Section D
Ⅰ. Material analysis
本节课建议用1课时完成。主要活动为Section D的1和3。
本课是本话题的最后一课，要求学生通过本课的学习活动，复习本话题的重点词汇、短语和请求允许的表达方式，对whether/ if 引导的宾语从句的用法作以总结， 复习单音节副词的比较级和最高级的用法。本课学习活动由谈论不同国家的饮食习惯展开，要求学生能读懂有关谈论不同国家的饮食习俗的短文，能采访同学最喜欢吃的食物，并复习简单的食物的制作方法。鼓励学生在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试，培养学生的自主探究精神；引导学生在英语学习了解中国风俗文化的同时，乐于接触和了解国外风俗文化，从而更好地为弘扬中国文化服务。
Ⅱ. Teaching aims
Knowledge aims：
1. 复习whether/if 引导的宾语从句的用法。
2. 复习单音节副词的比较级和最高级。
3. 谈论不同国家的饮食风俗。
Skill aims：
1. 能听懂有关不同国家的饮食风俗的语段，识别主题，并获取主要信息。
2. 能就不同国家的饮食风俗的话题进行交谈。
3. 能从有关不同国家的饮食风俗的语段中找出有关信息，理解大意。
4. 能写出简短的文段。
Emotional aims：
1. 勇于实践、大胆尝试，培养自主探究的精神。
2. 在了解中国风俗文化的同时，乐于接触和了解国外风俗文化，从而更好地为弘扬中
国文化服务。
Ⅲ. The key points and difficult points
Key points：
1. 复习whether/if 引导的宾语从句的用法。
2. 复习单音节副词的比较级和最高级。
3. 谈论不同国家的饮食风俗。
Difficult points：
写出关于不同国家的饮食风俗的短文。
Ⅳ. Learning strategies
在交际中注意中外交际习俗的差异。
Ⅴ. Teaching aids
Computer multimedia projector; the pictures of seafood.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. Pair work.4. The whole class work.5. The whole class work.6. The whole class work. 1. Focus their attention on the teacher.2. Students play the game Brainstorming to review the western utensils.3. Students talk about the table manners in different countries with the object clauses.4. Students retell the western table manners with the help of the questions on the screen.5. Students report different eating habits in different countries they have collected.6. Students realize the importance of previewing. 1. Greet students ready for learning. 2. Teacher asks the students to play the game Brainstorming to review the western utensils.3. Teacher asks the students to talk about the table manners in different countries with the object clauses.A: I want to know if it is polite to eat with your arms or elbows on the plate in America.B: I think it’s impolite to…4. Teacher asks the students to retell the western table manners with the help of the questions on the screen:What should you do when you sit down at the table What does the dinner start with What should you do when you start eating What should you do when you drink to somebody 5. Teacher lets students report different eating habits in different countries they have collected.6. Teacher encourages students to do better in the previewing. Lead to the new lesson.
Presentation(10minutes) 1. Individual work.2. The whole class work.3. Individual work.4. The whole class work. 1. Students read the passage and grasp the general meaning. Then mark T or F. 2. Students check their own answers. Then learn and master the new words with the help of the teacher.3. Students underline the different eating habits after reading carefully.4. Students tell the key words. 1. Teacher asks the students to read the passage of 1 and make the sentence on the screen with T or F.(1) In North America, people have two or more courses for every meal.(2) In south China, people eat rice a lot.(3) In central China, people eat much seafood.(4) All Indian people use fingers to pick up the food.(5) Only Chinese people use chopsticks to eat. 2. Teacher asks two students to tell the answers. Teach southern by adding -ern behind south. Teach seafood by showing the pictures. Teach pick by doing the action.3. Teacher asks the students to read the passage again and underline all the different eating habits in different areas.4. Teacher writes down the key words on the blackboard based on the students’ telling: (1) people, different eat habits. (2) North America, Australia and Europe, two or more courses, knives and forks. (3) China, rice, noodles, seafood, chopsticks. (4) India, fingers, pick up.(5) Thailand, a spoon and a fork.(6) Korea, spoons or chopsticks.
Consolidation(10 minutes) 1. The whole class work.2. The whole class work.3. Group work. 4. The whole class work.5. Individual work.6. The whole class work.7. The whole class work. 1. Students read the passage after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students discuss in groups to find out the difficult points and sum up the main points.4. The students underline in their books and make some notes. Learn and grasp the new words and phrases.5. Students try to remember the key words shown on the screen. 6. Students listen to the retelling carefully.7. Students evaluate the retelling. And avoid making the same mistake. 1. Teacher plays the recording sentence by sentence.2. Teacher plays the recording without stopping.3. Teacher asks the students to learn in groups to find out the difficult points in the passage. At last let them sum up the main points of the passage.4. Teacher makes a summary to explain the key points and difficult points to the students.(1) use … to do …(2) in the southern part of China south → southern north → northern east → eastern west → western(3) pick up (4) A knife and a fork are … A knife and fork is …5. Teacher asks the students to prepare to retell the passage according to the key words shown on the screen. 6. Teacher asks two or three students to share the retelling with the whole class. 7. Teacher lets the other students find out something wrong from the students’ retelling, and then make a summary.
Practice(10 minutes) 1. The whole class work.2. The whole class work.3. The wholeclass work.4. The whole class work.5. Individual work.6. Pair work.7. The whole class work. 1. Students understand the underlined parts of the grammar tables. 2. Students sum up the usages of object clauses and the comparative and superlative degrees of adverbs. 3. Students share the sentences containing object clauses with the whole class. 4. Students understand the underlined parts of each sentence in the functions table.5. Students prepare and retell how to make fried rice with the adverbs of sequence.6. Students work in pairs to finish the interview work.7. Students share their report with the whole class. 1. Teacher asks the students to read through Sections A-C. Let the students understand the underlined parts of the grammar tables. 2. Teacher asks students to sum up the usages of object clauses and the comparative and superlative degrees of adverbs. 3. Teacher lets the students find out more object clauses from Sections A-C. Let one student share the sentences with the whole class, and then ask other students to add the lost sentences.4. Teacher asks the students to read through Sections A-C and understand the underlined parts of each sentence in the functions table.5. Teacher asks the students to prepare for the retelling of making fried rice, using First… Second… Next… Then… Finally…6. Teacher asks the students to work in pairs. One student performs Beth, an interviewer; the other student performs Tom, a manager of a restaurant. Let Beth interview Tom about the popular foods in their restaurant. They may use such sentences: I want to know if … Yes, it is. 7. Teacher lets students share their report with the whole class, and then evaluate and encourage them.
Production(7 minutes) 1. Group work.2. The whole class work.3. Individual work.4. The whole class work.5. The whole class work.6. Individual work. 1. Students discuss how to cook chicken soup. 2. Students report the steps of cooking chicken soup with the whole sentences.3. Students write a passage about how to cook chicken soup.4. Students evaluate the passages written on the blackboard. 5. Students summarize Section D with the teacher.6. Students finish the homework after class. 1. Teacher asks the students to look at the pictures of 3. Let them discuss how to cook chicken soup.2. Teacher asks two students to report the steps of cooking chicken soup with the whole sentences, using First… Second… Next… Then… Finally… and adverbs of manner, such as finely, lightly, carefully…3. Teacher lets the students write a passage about how to cook chicken soup. Let two students write down their passages on the blackboard. Walk around the classroom, help them if it is necessary.4. Teacher asks the students to evaluate the passages written on the blackboard, and then compare them with the passage they have finished. At last the teacher makes a summary.5. Teacher shows the summary of this section to the students.6. Teacher assigns homework:(1) Review the summary after class.(2) Write a passage about the eating habits in different places in China.(3) Preview the new words of next topic.
Teaching Reflection Students grasp the main grammar and useful expressions of this topic by reviewing this section, but if the teacher wants them grasp more detailed knowledge, he or she must design more practical exercises. They know about many different table manners and eating habits in this topic. They should know following the local rules is polite when they go abroad.
Ⅶ. Blackboard design
Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well.Section D
1. people, different eating habits.2. North America, Australia and Europe, two or more courses, knives and forks.3. China, rice, noodles, seafood, chopsticks4. India, fingers, pick up5. Thailand, a spoon and a fork6. Korea, spoons or chopsticks, both 1. use … to do …2. in the southern part of China south → southern north → northern east → eastern west → western3. pick up 4. A knife and a fork are … A knife and fork is …八年级下册教案设计
Unit 7 Food Festival
Topic 2 I’m not sure whether I can cook it well.
Section A
Ⅰ. Material analysis
本节课为该话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和2a。
本话题围绕Kangkang和同学们为美食节做准备而展开。在Section A中，由Kangkang跟妈妈学做炒饭引出炒饭和面条的制作过程和方法, 要求学生掌握表示顺序的副词的用法，养成做事有规律、讲顺序的好习惯；语法重点学习由whether/ if引导的宾语从句。通过本课的学习鼓励学生在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试， 培养学生的自主探究精神。
Ⅱ. Teaching aims
Knowledge aims：
1. 学习 whether/ if 引导的宾语从句。
2. 学习表示顺序的副词的用法。
Skill aims：
1. 能听懂有关食物制作的话题的对话，识别主题，并获取主要信息。
2. 能使用英语陈述食物的制作过程。
3. 能理解所给语言材料中事件的发生顺序和人物行为。
4. 能写出简单的文段。
Emotional aims：
在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试，具有自主的探究精神。
Ⅲ. The key points and difficult points
Key points：
1. 学习 whether/ if 引导的宾语从句。
2. 学习表示顺序的副词的用法。
Difficult points：
使用英语陈述食物的制作过程。
Ⅳ. Learning strategies
注意发现语言的规律，如:副词的构词规则等，并能运用规律举一反三。
Ⅴ. Teaching aids
Computer multimedia projector, the pictures of oil, the pan, the pot, the cooker, pork, ham, onions, noodles and the bowl.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work.5. Group work. 6. Group work.7. The whole class work.8. The whole class work. 1. Focus their attention on the teacher.2. Students read the invitation which they invite their friends to their class party.3. Students share the proverbs about food they collected to the whole class.4. Students know about more proverbs.5. Students play the game: Brainstorming.6. Students discuss the steps of making fried rice in groups.7. Students report their result of discussing.8. Students evaluate the report with the teacher. 1. Greet students ready for learning. 2. Teacher asks the students to report the homework. Let the students read the invitation which they invite their friends to their class party.3. Teacher asks the students to share the proverbs about food they collected to the whole class.4. Teacher shows more proverbs to the students:(1) An apple a day keeps the doctor away.(2) The first one to eat crab.(3) A piece of cake.5. Teacher organizes the students to play the game: Brainstorming. Let students speak out words about food, and the group which speaks the most is the winner.6. Teacher lets the students discuss the steps of making fried rice in groups.7. Teacher lets two students report their result of discussing.8. Teacher evaluates the report and leads to the learning of 1a.
Presentation(10minutes) 1. The whole class work.2. Individual work.3. Individualwork.4. The whole class work. 1. Students talk about the cooker and the materials of food in the picture. Learn and master the new words.2. Students listen to 1a and compare the steps of cooking fried rice discussed by students with those mentioned in 1a, and find out the differences between them.3. Students listen and find out the adverbs of sequence.4. Students check the answers and grasp the usages of adverbs of sequence. 1. Teacher shows the picture of 1a. Let the students talk about the kitchen utensils and the materials of food in the picture. Then teach the new words in groups using pictures or actions.(1) Words about kitchen utensils: pan, pot, cooker, bow.(2) Words about materials of food: oil, pork, ham, onion, noodle.(3) Words and phrases about actions: add, fry,cut up.(4) Adverbs of manner: finely, lightly.2. Teacher asks the students to listen to 1a and compare the steps of cooking fried rice discussed by students with those mentioned in 1a, and find out the differences between them.3. Teacher plays the recording of 1a again and lets the students listen and find out the adverbs of sequence.4. Teacher asks the students to tell the answers. Stress the usage of the adverbs of sequence. First… Next… Then… Finally…
Consolidation(10 minutes) 1. Individual work.2. The whole class work.3. Individualwork. 4. The whole class work. 5. The whole class work.6. The whole class work.7. The whole class work.8. Pair work. 1. Students listen to 1a and complete the table of 1b. 2. Students check the answers.3. Students read 1a and underline the adverbs of manner.4. The students grasp the usage of adverbs of manner.5. Students read the conversation after the recording sentence by sentence.6. Students try to follow the speed, paying attention to the pronunciation and intonation.7. Students find out the difficult points. And underline the key points with the help of the teacher.8. Students act out the conversation of 1a. 1. Teacher teaches the new word ingredient. Play the recording of 1a, and ask the students to listen to 1a and complete the table of 1b. 2. Teacher lets two or three students tell the answers.3. Teacher lets the students read 1a and underline the adverbs of manner, paying attention to their formation and usages.4. Teacher lets the students tell the adverbs of manner and writes down them on the blackboard.(1) careful + ly→ carefullyfine + ly → finelylight + ly → lightly slow + ly → slowly(2) cook… carefully cut… finely fry… lightly add … slowly5. Teacher plays the recording sentence by sentence.6. Teacher plays the recording without stopping.7. Teacher asks students to find out the difficult points, and explains the key points and the difficult points to the students.(1) I’m not sure whether …(2) Well done!8. Teacher asks students to act out the conversation in pairs.
Practice(10 minutes) 1. The whole class work.2. Individual work. 3. The whole class work.4. Individual work.5. The whole class work.6. The whole class work.7. Pair work.8. The whole class work.9. Individual work.10. The whole class work. 1. Students read through 3a.2. Students listen to the passage and complete the Task 1. 3. Students check the answers with the teacher.4. Students listen to the passage and complete the Task 2. 5. Students check the answers.6. Students listen to the recording of 3a and choose the right answers.7. Students work in pairs and talk with their partner about the fast food in China based on the information of 3a. 8. Students read the passage of the instructions for cooking noodles of 2a and catch the general ideas of the passage. 9. Students read again and fill in the blanks with the correct forms of the given words.10. Students check the answers. 1. Teacher asks the students to read through 3a. 2. Teacher plays the recording of 3a for the first time, and lets students listen to the passage and complete the Task 1. 3. Teacher lets two students tell the answers. Teach the word and phrase hurry and in a hurry with the action. 4. Teacher plays the recording of 3a again and lets students listen to the passage and complete the Task 2. 5. Teacher lets two students tell the answers.6. Teacher asks students to listen to the recording of 3a and choose the right answers. Teach junk food by giving some examples. Then let the students check the answers. Finish 3a. 7. Teacher asks students to work in pairs and talk with their partner about the fast food in China based on the information of 3a. Finish 3b. 8. Teacher lets students read the passage of the instructions for cooking noodles of 2a. Let them know about the general ideas of the passage.9. Teacher lets students read again and fill in the blanks with the correct forms of the given words.10. Teacher lets students tell the answers. Help students grasp the formation and usages of adverbs of manner.
Production(7 minutes) 1. The whole class work.2. Individual work.3. Individual work.4. Group work.5. Pair work.6. The whole class work.7. The whole class work.8. Individual work. 1. Students read the whole passage of 2a and underline the new words 2. Students read 2a again and circle the step words in 2a.3. Students put the pictures in 2b in the right order by filling in the correct step words.4. Students make a conversation to talk about how to cook noodles, using adverbs of sequence and manner.5. Students act out the conversations.6. Students evaluate the productions.7. Students summarize Section A with the teacher.8. Students finish the homework after class. 1. Teacher lets students read the whole passage of 2a and underline the new words. 2. Teacher asks students to read 2a again and circle the step words in 2a. Check the answers.3. Teacher lets students put the pictures in 2b in right order by filling in the correct step words.4. Teacher lets students work in groups. Ask them to make a conversation to talk about how to cook noodles, using adverbs of sequence and manner.5. Teacher lets several pairs act out the conversations.6. Teacher asks two or three students to evaluate the productions. Then make a summary.7. Teacher shows the summary of this section to the students.8. Teacher assigns homework:(1) Review the summary after class.(2) Write a passage about how to cook their favorite food, using adverbs of sequence and manner.
Teaching Reflection The students do well in all the activities. They can grasp the usage of adverbs of sequence and manner. They also know that we should have a right order if we want to do something better.
Ⅶ. Blackboard design
Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well.Section A
1. Words about kitchen utensils: pan, pot, cooker, bow.2. Words about materials of food: oil, pork, ham, onion, noodle.3. Words and phrases about actions: add, fry, cut up.4. Adverbs of manner: finely, lightly. 1. careful + ly→ carefullyfine + ly → finelylight + ly → lightlyslow + ly → slowly2. cook… carefully cut… finely fry… lightly add … slowly 1. First… Next… Then… Finally…2. I’m not sure whether …3. Well done!八年级下册教案设计
Unit 7 Food Festival
Topic 2 I’m not sure whether I can cook it well.
Section C
Ⅰ. Material analysis
本节课建议用1课时上完。主要活动为Section C 的1a和2。
本课的阅读部分呈现的是谈论西餐的餐桌礼仪，来引出中西方饮食文化方面的差异，学习有关餐具的词汇，掌握有关就餐的短语， 语法方面继续学习由whether和if 引导的宾语从句。老师要让学生在对比中西餐桌不同礼仪的过程中，让学生互帮互学，开阔视野，既要促进新知的形成，又要激发学生探究学习、自主学习的热情。在指导学生学习第二部分关于更多不同国家的餐桌礼仪时，要引导学生在了解中国风俗文化的同时，乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。
Ⅱ. Teaching aims
Knowledge aims：
1. 继续学习 whether/ if 引导的宾语从句。
2. 谈论西餐的餐桌礼仪。
3. 更多地了解不同国家的餐桌礼仪。
Skill aims：
1. 能听懂有关餐桌礼仪的短文，识别主题，并获取主要信息。
2. 能使用英语简述西餐的餐桌礼仪。
3. 能从所给语言材料中找出现关信息，理解大意。
4. 能写出简单的文段。
Emotional aims：
1. 互帮互学，开阔视野。
2. 乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。
Ⅲ. The key points and difficult points
Key points：
1. 继续学习 whether/ if 引导的宾语从句。
2. 谈论西餐的餐桌礼仪。
3. 了解不同国家的餐桌礼仪。
Difficult points：
演示西餐的餐桌礼仪。
Ⅳ. Learning strategies
了解不同国家的餐桌礼仪有助于更好地进行跨文化交流。
Ⅴ. Teaching aids
Computer multimedia projector; The utensils mentioned in this section; Videos of a formal western dinner and a Chinese dinner.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work.5. Group work.6. Individual
work.7. Individual
work.8. Group work. 1. Focus their attention on the teacher.2. Students retell the steps of making the sandwich, with First… Second… Then… Finally… 3. Students report the table manners in different countries they searched. 4. Students read the sentences of 2.5. Students discuss if these actions are polite.6. Students match the pictures with the conversation.7. Students check the answers.8. Students practice the conversations. 1. Greet students ready for learning. 2. Teacher lets the students retell the steps of making the sandwich, with First… Second… Then… Finally… 3. Teacher asks the students to report the table manners in different countries they searched. Tell them that they must follow the manners when they go to different countries.4. Teacher asks the students to read the sentences of 2. Teach the new words elbow, spoon and chopstick by showing the teacher’s elbow, a spoon and chopsticks.5. Teacher lets students discuss if these actions are polite.6. Teacher asks students to match the pictures with the conversation.7. Teacher lets students check the answers.8. Teacher divides the students into two groups. Let them practice the conversations. One group reads the questions and the other group reads the answers. Then let them change the roles. Finish 2.
Presentation(10 minutes) 1. The whole class work.2. The whole class work.3. Individual work.4. The whole class work.5. The whole class work.6. The whole class work.7. Group work. 1. Students watch the video to know about the western table manners.2. Students look at the pictures of 1a. Learn and grasp the new words with the help of the teacher. 3. Students write down the words on the lines in the picture of 1a.4. Students check the answers.5. Students read the passage and underline the other new words, guessing their meanings according to the passage.6. Students learn and grasp the new words with the help of the teacher.7. Students read the passage again and discuss the questions. 1. Teacher plays the video of a formal western dinner for the students. Lead to the new lesson. 2. Teacher lets students look at the picture of 1a. Teacher performs the western table manners with the utensils to introduce the new words: napkin, lap, fork, and dish. 3. Teacher lets students write down the words on the lines in the picture of 1a. Let them grasp the new words fork and dish. Know about napkin.4. Teacher lets two students write down their answers on the blackboard to check the answers.5. Teacher asks the students to read the passage of 1a, and then underline the other new words, guessing their meanings according to the passage.6. Teacher teaches the other new words and phrases: formal,table manners, eat up, quietlyand drink to sb./sth.7. Teacher asks students to read the passage again, and discuss the following questions and check the answers.(1) Is it polite to eat up everything on your plate (2) Is it polite to speak loudly at the table (3) Is it polite to drink too much during the dinner
Consolidation(10 minutes) 1. Individual work.2. The whole class work.3. The whole class work. 4. The whole class work.5. Group work. 6. The whole class work.7. Pair work. 1. Students read 1a again and then finish 1b.2. Students check the answers.3. Students read the passage after the recording sentence by sentence.4. Students try to follow the speed, paying attention to the pronunciation and intonation.5. Students read the passage by themselves, and then discuss in groups to find out the difficult points and sum up the main points.6. Students underline in their books and make some notes.7. Students prepare for the retelling with the help of the questions on the screen. 1. Teacher asks the students to read 1a again, and then finish 1b. Teach the new word dine.2. Teacher asks two students to tell the answers. 3. Teacher plays the recording sentence by sentence.4. Teacher plays the recording without stopping.5. Teacher lets the students read 1a, and then asks them to learn in groups to find out the difficult points. At last let them sum up the main points of the conversation.6. Teacher makes a summary to explain key points and difficult points to the students:(1) table manners(2) eat up (3) whether… or not …(4) drink to sb./sth.(5) take (only) a little(6) Remember not to …7. Teacher lets pairs of students prepare for the retelling with the help of the questions on the screen: What should you do when you sit down at the table What does the dinner start with What should you do when you start eating What should you do when you drink to somebody
Practice(10 minutes) 1. Pair work.2. The whole class work.3. Individual work.4. Group work.5. The whole class work.6. The whole class work.7. The whole class work.8. Individualwork.9. The whole class work.10. Group work.11. Pair work. 1. Students retell the passage in pairs.2. Students evaluate the performances.3. Students read 1a again and underline the key points about western table manners. 4. Students work in groups and compare Chinese table manners with western table manners.5. Students report their results of comparing.6. Students perform about the western table manners and the Chinese table manners.7. Students grasp the different table manners.8. Students read the example of 3.9. Students understand the meanings of the sentences of 3 and grasp the new word.10. Students discuss eating customs in different countries.11. Students practice the conversations in pairs to grasp the usage of object clauses. 1. Teacher asks the students to retell the passage in pairs. One student does some actions and the other describes in English. 2. Teacher lets students evaluate the performances.3. Teacher lets students read 1a again and underline the key points about western table manners. 4. Teacher plays a video about a Chinese dinner. Then let students work in groups and compare them with western table manners.5. Teacher lets two or three students report their results of comparing.6. Teacher asks two or three students to perform about the western table manners and the Chinese table manners.7. Teacher evaluates the performances and makes a summary.8. Teacher lets students read the example of 3.9. Teacher lets students understand the meanings of the sentences of 3. Teach the new word finger by pointing out the fingers of himself or herself.10. Teacher lets students discuss eating customs in different countries.11. Teacher lets students practice the conversations in pairs. Let them grasp the usage of object clauses.
Production(7minutes) 1. The whole class work.2. Individual work.3. The whole class work.4. Group work.5. The whole class work.6. Individual work. 1. Students prepare the game of describing. 2. Students write a short passage about table manners in China with the information they collected in 1c. 3. Students check the two passage.4. Students discuss and evaluate the two students’ written work. 5. Students summarize Section C with the teacher.6. Students finish the homework after class. 1. Teacher asks the students to prepare the game of describing: One student does an action of Part 2 or 3, a student from other groups describes the action in English. Ask the students to consolidate the usage of object clauses. The group which can describe correctly the most is the winner.2. Teacher lets students write a short passage about table manners in China, using object clauses and the information they have collected in 1c.3. Teacher lets two students write down the short passage on the blackboard.4. Teacher lets students discuss and evaluate the two students’ written work, and then make a summary.5. Teacher shows the summary of this section to the students.6. Teacher assigns homework:(1) Review the summary after class.(2) Tell the western table manners to your parents.(3) Collect some eating habits in different countries.
Teaching Reflection There are many differences between western table manners and Chinese table manners. Students are interested in trying showing the differences by themselves. And after the practicing of this section, they grasp the usage of object clauses very well.
Ⅶ. Blackboard design
Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well.Section C
1. table manners
2. eat up
3. whether… or not …
4. drink to sb./sth.
5. take (only) a little
6. remember not to …八年级下册教案设计
Unit 7 Food Festival
Topic 2 I’m not sure whether I can cook it well.
Section B
Ⅰ. Material analysis
本节课建议用1-2课时上完。主要活动为Section B 的1a和2。
本课继续谈论Kangkang和同学们为美食节做准备， 继在Section A中呈现炒饭的做法之后，本课又推出了西餐中三明治的做法。要求学生复习运用请求允许的功能用语，在进一步学习运用表示顺序的副词的用法、以及由whether/ if引导的宾语从句之外，初步接触单音节副词的比较级和最高级，并要了解不同国家不同的餐桌礼仪。通过让学生亲自动手做三明治，鼓励学生要勇于实践、大胆尝试，培养他们的自主探究精神；还要引导学生乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。
Ⅱ. Teaching aims
Knowledge aims：
1. 学习 whether/ if 引导的宾语从句。
2. 学习单音节副词的比较级和最高级。
3. 了解不同国家的餐桌礼仪。
4. 学生能区分辅音音素/ t /和/ d /, 并能正确拼读单词。
5. 学生能在朗读句子时正确处理语调和停顿。
Skill aims：
1. 能听懂有关食物制作话题的对话，识别主题，并获取主要信息。
2. 能使用英语陈述食物的制作过程。
3. 能理解所给语言材料中事件的发生顺序和人物行为。
4. 能写出简单的文段。
Emotional aims：
1. 在其原有的英语学习愿望和兴趣的基础之上，勇于实践、大胆尝试，培养自主探究精神。
2. 乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。
Ⅲ. The key points and difficult points
Key points：
1. 学习 whether/ if 引导的宾语从句。
2. 学习单音节副词的比较级和最高级。
3. 了解不同国家的餐桌礼仪。
Difficult points：
一边操作一边使用英语陈述食物的制作过程。
Ⅳ. Learning strategies
1. 运用表示顺序的副词更加清楚地进行表述。
2. 运用表示顺序的副词对事情的过程进行描述时，注意语调的前升后降。
Ⅴ. Teaching aids
Computer multimedia projector; The pictures of sandwich and snack (hamburgers, sandwiches and so on); Some pieces of bread; Some butter; A pear; A knife; Some honey; The pictures of a bicycle, a bus and a train.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work.5. The whole class work.6. The whole class work.7. Pair work.8. The whole class work.9. The whole class work.10. The whole class work.11. The whole class work. 1. Focus their attention on the teacher.2. Students read the passage about how to cook their favorite food.3. Students retell the steps of cooking fried rice, using First… Second… Then… Finally…4. Students read the sentences of 4b by themselves, paying attention to the intonation and pause.5. Students listen and check their reading.6. Students listen and try to imitate.7. Students practice the conversation of 4b with their partners.8. Students try reading the phonetics and words on the screen.9. Students listen to the recording of 4a.10. Students listen and try to imitate.11. Students read the words correctly. 1. Greet students ready for learning. 2. Teacher lets the students read the passage about how to cook their favorite food, using adverbs of sequence and manner.3. Teacher asks the students to retell the steps of cooking fried rice, using First… Second… Then… Finally…4. Teacher asks the students to read the sentences of 4b by themselves, paying attention to the intonation and pause.5. Teacher plays the recording of 4b. Let students listen and check their reading.6. Teacher plays the recording of 4b again, and let the students listen and try to imitate.7. Teacher lets students practice the conversation of 4b with their partners.8. Teacher shows the phonetics / t / and / d / and the words on the screen. Let the students try reading them.9. Teacher plays the recording of 4a. Let students just listen.10. Teacher plays the recording of 4a again, and lets the students listen and try to imitate.11. Teacher shows more words on the screen. Ask the students to read them correctly.
Presentation(10 minutes) 1. The whole class work.2. Individual
work.3. Individual work.4. The whole class work.5. Individual work.6. Individual work.7. The whole class work.8. The whole class work. 1. Students look at the picture of 1a and have a guess.2. Students read 1a and check the guess.3. Students underline the new words.4. Students learn and grasp the new words with the help of the teacher.5. Students fill in the blanks of 1b.6. Students listen and check their answers.7. Students check the answers.8. Students read 1a and find out the difficult points. Then underline them with the teacher’s help. 1. The teacher lets students look at the picture of 1a and have a guess: What’s Michael’s favorite food 2. Teacher lets students read 1a and check the guess.3. Teacher plays the recording for students and lets them underline the new words.4. Teacher teaches the new words to the students: Teach snack by showing the picture of hamburgers, sandwiches, cookies and biscuits. Teach butter and pear by showing pictures of them. Teach piece by cutting the pear into pieces.5. Teacher plays the recording sentence by sentence and lets the students fill in the blanks of 1b.6. Teacher plays the recording without stopping. Let students listen and check their answers.7. Teacher asks two students to tell their answers.8. Teacher asks students to read 1a and find out the difficult points, and then explain the key points and the difficult points to the students.(1) Would you mind if we learn to make it from you (2) well→ better → best (3) Practice makes perfect.
Consolidation(10 minutes) 1. The whole class work.2. The whole class work.3. The whole class work. 4. Pair work. 5. The whole class work. 1. Students read the conversation after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students read 1a againand prepare to make the sandwich by themselves. 4. Students preform how to make the sandwich.5. Students find out the same structures in 1a. 1. Teacher plays the recording sentence by sentence.2. Teacher plays the recording without stopping.3. Teacher asks the students to read 1a again and prepare to make the sandwich by themselves, using the things the teacher prepared.4. Teacher lets two or three pairs of students preform how to make the sandwich. One student tells the process of making it, using First… Second… Then… Finally… And the other student makes it as what his or her partner describes.5. Teacher evaluates the sandwiches which the students did by themselves and encourages them with the following structures: Well down! A did quite well, but B did better than A. C did the best of all. Then let students find out the same structures in 1a. Stress the usage of comparative and superlative degrees of monosyllabic adverbs.
Practice(10 minutes) 1. The whole class work.2. Individual work.3. The whole class work.4. Individual work.5. The whole class work.6. The whole class work.7. Individual work.8. The whole class work.9. Pair work. 1. Students look at the pictures of 2 carefully, and read the parts of the sentences.2. Students match the parts of the sentences.3. Students read the sentences and grasp the usage of comparative and superlative degrees of monosyllabic adverbs.4. Students make up sentences.5. Students evaluate the work on the blackboard.6. Students read the sentences of 3. Learn the new words.7. Students listen and number the sentences to form a conversation.8. Students check the answers.9. Students practice the conversation in pairs. 1. Teacher asks the students to look at the pictures of 2 carefully and read the parts of the sentences.2. Teacher lets students match the parts of the sentences.3. Teacher lets two students tell the answer, and then ask them to read the sentences and grasp the usage of comparative and superlative degrees of monosyllabic adverbs.4. Teacher shows the pictures of a bike, a bus, and a train. Ask students to make up sentences. Ask two students to write them down on the blackboard.5. Teacher lets two students evaluate the work on the blackboard.6. Teacher asks students to read the sentences of 3. Teach the new words slurp by imitating the sound of drinking soup. Teach noisily by comparing with noisy. Teach polite and impolite by perform actions of throwing out paper and picking up the paper.7. Teacher plays the recording of 3 for the students. Let them listen and number the sentences to form a conversation.8. Teacher lets two students tell the answers.9. Teacher lets students practice the conversation in pairs. Let them try imitating the noise made by Kumiko when she is drinking soup.
Production(7 minutes) 1. The whole class work.2. Group work.3. The whole class work.4. Group work.5. The whole class work.6. The wholeclass work.7. The whole class work.8. The whole class work.9. Individual work 1. Students grasp the usage of object clauses.2. Students discuss different table manners between Japan and Cuba. 3. Students check the answers.4. Students discuss the table manners of China.5. Students finish the table.6. Students report their work.7. Students grasp the manners.8. Students summarize Section B with the teacher.9. Students finish the homework after class. 1. Teacher asks the students to find out the sentences containing object clauses from 3. Then ask them to grasp the usage of object clauses.2. Teacher lets students discuss different table manners between Japan and Cuba. 3. Teacher lets two students tell the differences. 4. Teacher lets students discuss the table manners of China.5. Teacher lets students finish the table.Polite Impolite 6. Teacher lets students report their work.7. Teacher evaluates students’ reports. 8. Teacher shows the summary of this section to the students.9. Teacher assigns homework:(1) Review the summary after class.(2) Make a sandwich for their parents by themselves.(3) Collect more table manners in different countries.
Teaching Reflection The students are very glad that they can make the sandwich by themselves. They grasp the usage of object clauses well and learn the usage of comparative and superlative degrees of monosyllabic adverbs. And they are very interested in the table manners in different countries.
Ⅶ. Blackboard design
Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well.Section B
1. Would you mind if we learn to make it from you 2. well→ better →best 3. Practice makes perfect. early → earlier → earliest long → longer → longest PoliteImpolite
